Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Clinical and Social Psychology, 4, 359-373.
Bandura, A. (1997). Self-Efficacy:The Exercise of Control. New York: W. H. Freeman and company. https://psycnet.apa.org/record/1997-08589-000.
Brown, D. & Gali, R. (2016). Personality traits' effects on self-efficacy and outcome expectations for high school major choice. International journal for educational and vocational guidance, 16, 343-361.
Cahyani, A., Listiana, I. D., & Larasati, S. P. D. 2020. Motivasi Belajar Siswa SMA pada Pembelajaran Daring di Masa Pandemi Covid-19. IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam, 3(01), 123-140. https://journal.ptiq.ac.id/index.php/iq/article/view/57.
Chernisss, C. & Goleman D. (2001). The Emotionally Intelligent Workpalace. San Fransisco: Jossey-Bass.
Dotson, R. (2016). Goal-setting to increase student academic performance. Journal of School Administration Research and Development, 1(1), 44-46.
Ejubović, A., & Puška, A. (2019). Impact of self-regulated learning on academic performance and satisfaction of students in the online environment. Knowledge Management & E-Learning, 11(3), 345–363.
Fitriyani, Y., Fauzi, I., & Sari, M. Z. (2020). Motivasi Belajar Mahasiswa Pada Pembelajaran Daring Selama Pandemik Covid-19. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran. https://doi.org/10.33394/jk.v6i2.2654.
Frese, M., & Fay, D. (2001). Personal initiative: An active performance concept for work in the 21st century. In BM Staw & RI Sutton (Eds.), Research in organizational behavior (Vol. 23, pp. 133–187). Elsevier Science.
Glynn, SM, Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127-146. https://doi.org/10.1002/tea.20267.
Hartnett, Maggie (2016) Motivation in Online Education. Springer Science Business Media Singapore. https://doi.org/10.1007/978-981-10-0700-2.
Henderson, D. A., & Thompson, C. L. (2016). Counseling Children Ninth Edition. Boston, USA: Cencage Learning.
Jacobs, EE, Masson, RLL, Harvill, RL, & Schimmel, CJ (2011). Konseling Kelompok: Google Scholar.
Joo, YJ, Lim, KY, & Kim, J. (2013). Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context. Computers & Education, 62, 149–158.
Li, Liang-Yi & Tsai, Chin-Chung (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers and Education 11DOI:10.1016/j.compedu.2017.07.007.
McMillan, Danielle. (2019). "What are the Effects of Goal-Setting on Motivation and Academic Achievement in a Fourth Grade Classroom?". Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/337.
Mukaromah, D., Sugiyo, S., & Mulawarman, M. (2018). Keterlibatan Siswa dalam Pembelajaran ditinjau dari Efikasi Diri dan Self Regulated Learning. Indonesian Journal of Guidance and Counseling: Theory and Application, 7(2), 14-19. https://doi.org/10.15294/ijgc.v7i2.17949.
Onemli, Mehmet. & Yodem, Zeynep, D. (2012). The Effect of Psychoeducational Group Training Depending on Self Regulation on Students’ Motivational Strategies and Academic Achievement. Educational Sciences: Theory & Practice, 12(1), 67-73. Educational Consultancy and Research Center www.edam.com.tr/estp.
Pangestuti, Riana & Wibowo, Mungin & Japar, Muhammad. (2020). The Effectiveness of Psychoeducational Group with Group Exercises Technique to Improve Student’s Self-Efficacy. Islamic Guidance and Counseling Journal. 3. 38-45. https://doi.org/10.25217/igcj.v3i1.673.
Pratiningsih & Sahrah. (2016) Pengaruh Pelatihan Goal-setting terhadap Efikasi Diri Manajer Tingkat Menegah Di Pt Bat Yogyakarta. http://ejurnal.mercubuana-yogya.ac.id/index.php/psikologi/article/view/396.
Putra, A. S., & Soetikno, N. (2018). Pengaruh intervensi psikoedukasi untuk meningkatkan achievement goal pada kelompok siswi underachiever. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 2(1).https://doi.org/10.24912/jmishumsen.v2i1.1514.
Putwain, DW, Symes, W., Nicholson, LJ, & Becker, S. (2018). Achievement goals, behavioral engagement, and mathematics achievement: A meditational analysis. Learning and Individual Differences, 68, 12-19. doi: 10.1016/j.lindif.2018.09.006.
Ramadhani, I. W. ., Fahmawati, Z. N. ., & Affandi, G. R. . (2021). Pelatihan Goal-setting Untuk Meningkatkan Motivasi Belajar Pada Siswa Di SMP Muhammadiyah 1 Sidoarjo. Altruis: Journal of Community Services, 2(3). https://doi.org/10.22219/altruis.v2i3.18044
Rowe, DA, Mazzotti, VL, Ingram, A., & Lee, S. (2017). Effects of goal-setting instruction on academic engagement for students at risk. Career Development and Transition for Exceptional Individuals, 40(1), 25-35. doi: 10.1177/2165143416678175.
Schunk, D. H., & Zimmerman, B. (2003). Self-Regulation and Learning. In W. M. Reynolds, & G. E. Miller (Eds.), Handbook of Psychology http://dx.doi.org/10.1002/0471264385.wei0704.
Shores, ML, & Shannon, DM (2007). The effects of self-regulation, motivation, anxiety, and attributions on mathematics achievement for fifth and sixth grade students. School Science and Mathematics, 107(6), 225-236. doi: 10.111/j.1949- 8594.2007.tb18284.x.
Simamora, R. M. (2020). The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students. Studies in Learning and Teaching, 1, 86-103. https://doi.org/10.46627/silet.v1i2.38.
Sullivan, GS, & Strode, JP (2010). Motivation through goal-setting: A self determined perspective. Strategies: A Journal for Physical and Sport Educators, 23(6), 19-23. doi: 10.1080/08924562.2010.10590899.
Sun, Y., & Rogers, R. (2021). Development and validation of the Online Learning Self-efficacy Scale (OLSS): A structural equation modeling approach. American Journal of Distance Education, 35(3),184 199. https://doi.org/10.1080/08923647.2020.1831357.
Sunawan, S., Yani, SYA, Anna, CT, Kencana, TI, Mulawarman, -, & Sofyan, A. (2017). Dampak Efikasi Diri terhadap Beban Kognitif dalam Pembelajaran Matematika dengan Emosi Akademik sebagai Mediator. Jurnal Psikologi, 44(1), 28-38–38. https://doi.org/10.22146/jpsi.22742.
Usher, E. L., and Pajares, F. (2008). Sources of self-efficacy in school: critical review of the literature and future directions. Rev. Educ. Res. 78, 751–796. doi: 10.3102/0034654308321456.
Wang, C.-H., Shannon, DM, & Ross, ME (2013). Students characteristics, self regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. doi: 10.1080/01587919.2013.835779.
Wolters, CA, & Rosenthal, H. (2000). The relation between students' motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820. https://doi.org/10.1016/S0883-0355(00)00051-3.
Yenice, N. Saydam, G. & Telli, S. (2012). İlköğretim öğrencilerinin fen öğrenmeye yönelik motivasyonlarını etkileyen faktörlerin belirlenmesi Determining factors effecting on primary school students motivation towards science learning]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Ahi Evran University Journal of Kırşehir Education Faculty, 13(2), 231-247.
Yıldırım, F., & İlhan, İ.Ö. (2010). Genel özyeterlilik ölçeği Türkçe formunun geçerlilik ve güvenilirlik çalışması. [The validity and reliability of the general self-efficacy scale-Turkish form] Türk Psikiyatri Dergisi. 21(4), pp. 301-308.
Zimmerman, WA, & Kulikowich, JM (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180-191. Doi: 10.1080/08923647.2016.1193801.
Bandura, A. (1997). Self-Efficacy:The Exercise of Control. New York: W. H. Freeman and company. https://psycnet.apa.org/record/1997-08589-000.
Brown, D. & Gali, R. (2016). Personality traits' effects on self-efficacy and outcome expectations for high school major choice. International journal for educational and vocational guidance, 16, 343-361.
Cahyani, A., Listiana, I. D., & Larasati, S. P. D. 2020. Motivasi Belajar Siswa SMA pada Pembelajaran Daring di Masa Pandemi Covid-19. IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam, 3(01), 123-140. https://journal.ptiq.ac.id/index.php/iq/article/view/57.
Chernisss, C. & Goleman D. (2001). The Emotionally Intelligent Workpalace. San Fransisco: Jossey-Bass.
Dotson, R. (2016). Goal-setting to increase student academic performance. Journal of School Administration Research and Development, 1(1), 44-46.
Ejubović, A., & Puška, A. (2019). Impact of self-regulated learning on academic performance and satisfaction of students in the online environment. Knowledge Management & E-Learning, 11(3), 345–363.
Fitriyani, Y., Fauzi, I., & Sari, M. Z. (2020). Motivasi Belajar Mahasiswa Pada Pembelajaran Daring Selama Pandemik Covid-19. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran. https://doi.org/10.33394/jk.v6i2.2654.
Frese, M., & Fay, D. (2001). Personal initiative: An active performance concept for work in the 21st century. In BM Staw & RI Sutton (Eds.), Research in organizational behavior (Vol. 23, pp. 133–187). Elsevier Science.
Glynn, SM, Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127-146. https://doi.org/10.1002/tea.20267.
Hartnett, Maggie (2016) Motivation in Online Education. Springer Science Business Media Singapore. https://doi.org/10.1007/978-981-10-0700-2.
Henderson, D. A., & Thompson, C. L. (2016). Counseling Children Ninth Edition. Boston, USA: Cencage Learning.
Jacobs, EE, Masson, RLL, Harvill, RL, & Schimmel, CJ (2011). Konseling Kelompok: Google Scholar.
Joo, YJ, Lim, KY, & Kim, J. (2013). Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context. Computers & Education, 62, 149–158.
Li, Liang-Yi & Tsai, Chin-Chung (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers and Education 11DOI:10.1016/j.compedu.2017.07.007.
McMillan, Danielle. (2019). "What are the Effects of Goal-Setting on Motivation and Academic Achievement in a Fourth Grade Classroom?". Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/337.
Mukaromah, D., Sugiyo, S., & Mulawarman, M. (2018). Keterlibatan Siswa dalam Pembelajaran ditinjau dari Efikasi Diri dan Self Regulated Learning. Indonesian Journal of Guidance and Counseling: Theory and Application, 7(2), 14-19. https://doi.org/10.15294/ijgc.v7i2.17949.
Onemli, Mehmet. & Yodem, Zeynep, D. (2012). The Effect of Psychoeducational Group Training Depending on Self Regulation on Students’ Motivational Strategies and Academic Achievement. Educational Sciences: Theory & Practice, 12(1), 67-73. Educational Consultancy and Research Center www.edam.com.tr/estp.
Pangestuti, Riana & Wibowo, Mungin & Japar, Muhammad. (2020). The Effectiveness of Psychoeducational Group with Group Exercises Technique to Improve Student’s Self-Efficacy. Islamic Guidance and Counseling Journal. 3. 38-45. https://doi.org/10.25217/igcj.v3i1.673.
Pratiningsih & Sahrah. (2016) Pengaruh Pelatihan Goal-setting terhadap Efikasi Diri Manajer Tingkat Menegah Di Pt Bat Yogyakarta. http://ejurnal.mercubuana-yogya.ac.id/index.php/psikologi/article/view/396.
Putra, A. S., & Soetikno, N. (2018). Pengaruh intervensi psikoedukasi untuk meningkatkan achievement goal pada kelompok siswi underachiever. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 2(1).https://doi.org/10.24912/jmishumsen.v2i1.1514.
Putwain, DW, Symes, W., Nicholson, LJ, & Becker, S. (2018). Achievement goals, behavioral engagement, and mathematics achievement: A meditational analysis. Learning and Individual Differences, 68, 12-19. doi: 10.1016/j.lindif.2018.09.006.
Ramadhani, I. W. ., Fahmawati, Z. N. ., & Affandi, G. R. . (2021). Pelatihan Goal-setting Untuk Meningkatkan Motivasi Belajar Pada Siswa Di SMP Muhammadiyah 1 Sidoarjo. Altruis: Journal of Community Services, 2(3). https://doi.org/10.22219/altruis.v2i3.18044
Rowe, DA, Mazzotti, VL, Ingram, A., & Lee, S. (2017). Effects of goal-setting instruction on academic engagement for students at risk. Career Development and Transition for Exceptional Individuals, 40(1), 25-35. doi: 10.1177/2165143416678175.
Schunk, D. H., & Zimmerman, B. (2003). Self-Regulation and Learning. In W. M. Reynolds, & G. E. Miller (Eds.), Handbook of Psychology http://dx.doi.org/10.1002/0471264385.wei0704.
Shores, ML, & Shannon, DM (2007). The effects of self-regulation, motivation, anxiety, and attributions on mathematics achievement for fifth and sixth grade students. School Science and Mathematics, 107(6), 225-236. doi: 10.111/j.1949- 8594.2007.tb18284.x.
Simamora, R. M. (2020). The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students. Studies in Learning and Teaching, 1, 86-103. https://doi.org/10.46627/silet.v1i2.38.
Sullivan, GS, & Strode, JP (2010). Motivation through goal-setting: A self determined perspective. Strategies: A Journal for Physical and Sport Educators, 23(6), 19-23. doi: 10.1080/08924562.2010.10590899.
Sun, Y., & Rogers, R. (2021). Development and validation of the Online Learning Self-efficacy Scale (OLSS): A structural equation modeling approach. American Journal of Distance Education, 35(3),184 199. https://doi.org/10.1080/08923647.2020.1831357.
Sunawan, S., Yani, SYA, Anna, CT, Kencana, TI, Mulawarman, -, & Sofyan, A. (2017). Dampak Efikasi Diri terhadap Beban Kognitif dalam Pembelajaran Matematika dengan Emosi Akademik sebagai Mediator. Jurnal Psikologi, 44(1), 28-38–38. https://doi.org/10.22146/jpsi.22742.
Usher, E. L., and Pajares, F. (2008). Sources of self-efficacy in school: critical review of the literature and future directions. Rev. Educ. Res. 78, 751–796. doi: 10.3102/0034654308321456.
Wang, C.-H., Shannon, DM, & Ross, ME (2013). Students characteristics, self regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. doi: 10.1080/01587919.2013.835779.
Wolters, CA, & Rosenthal, H. (2000). The relation between students' motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820. https://doi.org/10.1016/S0883-0355(00)00051-3.
Yenice, N. Saydam, G. & Telli, S. (2012). İlköğretim öğrencilerinin fen öğrenmeye yönelik motivasyonlarını etkileyen faktörlerin belirlenmesi Determining factors effecting on primary school students motivation towards science learning]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Ahi Evran University Journal of Kırşehir Education Faculty, 13(2), 231-247.
Yıldırım, F., & İlhan, İ.Ö. (2010). Genel özyeterlilik ölçeği Türkçe formunun geçerlilik ve güvenilirlik çalışması. [The validity and reliability of the general self-efficacy scale-Turkish form] Türk Psikiyatri Dergisi. 21(4), pp. 301-308.
Zimmerman, WA, & Kulikowich, JM (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180-191. Doi: 10.1080/08923647.2016.1193801.
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Affiliations
Ai Mawarni
Universitas Negeri Semarang
Dwi Yuwono Puji Sugiharto
Universitas Negeri Semarang
Mulawarman Mulawarman
Affiliation not stated
How to Cite
Mawarni, A., Puji Sugiharto, D. Y., & Mulawarman, M. (2022). The Effectiveness of Psychoeducational Group of Goal-Setting Training to Improve Self-Efficacy and Learning Motivation. Jurnal Bimbingan Konseling, 11(3), 206-214. https://doi.org/10.15294/jubk.v11i3.61152
The Effectiveness of Psychoeducational Group of Goal-Setting Training to Improve Self-Efficacy and Learning Motivation
Vol 11 No 3 (2022): Special Issue
Submitted: Oct 12, 2022
Published: Oct 30, 2022
Abstract
Self-efficacy and learning motivation are important for students because those affect the learning process, cognitive actions and increase effort through the student's ability to achieve academic goals. This study aimed to determine the effectiveness of the psychoeducational group of goal-setting training to improve self-efficacy and learning motivation of students at Mekar Arum Junior Hight Shool, Bandung Regency. This study used an experimental method with a randomized pretest-posttest control group design by involving 14 students with low to moderate self-efficacy and learning motivation levels as study subjects. The results of this study showed that the psychoeducational group of goal-setting training was effective in improving students' self-confidence in doing assignments, enthusiasm for learning and academic achievements at school. The results of the Wilcoxon Signed Rank Test and Mann-Whitney Test showed that the intervention of the goal-setting training psychoeducational group was effective in improving the self-efficacy and learning motivation of students at Mekar Arum Junior High School, Bandung Regency. The results and findings of the study, including implications and limitations are further discussed in the discussion section.